Education, 



[May, 1912. 



Third Year. 

 Reading ; nature stories forming apart.— 

 Spelling Geography 

 Language Hygiene 

 Arithmetic History 

 Music Nature Study 



General exercises 



Fourth Year. 

 Reading; country lileliterature included. 



Geography ; should include the distribut- 

 ion of farm products. 

 Spelling Drawing 

 Language Nature Study 

 Arithmetic General exercises 

 Writing Music 



hijth Year. 



Reading ; including stories of our coun- 

 try and lessons in agriculture and 

 home economics : — 



Geography ; including in part physical 

 geography in respect to the work done 

 by nature's forces in preparing soile : — 



Spelling 



Language 



Arithmetic 



Writing 



Music 



Drawing 



History 

 Physiology 

 Nature Study 

 General exercises 

 Literary society work 



Sixth Year. 



Reading ; lessons History 

 should include 

 animal life and ad- 



venture 

 Spelling 



Language 



Arithmetic 



Writing 



Music 



Drawing 

 Geography 



Physiology; including 

 principles of nutrit- 

 ion and food values. 



Co-operative enter- 

 prises 



Agriculture ; 1st half- 

 year, the affairs of 

 agriculture ; 2nd half 

 year of the soil. 



General exercises ; for 

 boys, wood-work ; 

 for girls, sewing 



Reading and 

 Literature 

 Spelling 



Seventh Year. 

 Music 



Arithmetic Co-operative enter- 

 prises 



Grammar Agriculture; farming 

 schemes 



Writing General exercises 



Geography ; com- Literary society 



bined with phys- work 



ical geography 



Reading and 

 Literature 

 Spelling 

 Grammar 



Eighth Year. 



Geography 



History 

 Agriculture 



History 



Arithmetic ; including farm problems, 

 land surveying and farm statistics 

 General 



exercises Literary society work 



Cause of Retardation in Country 

 Schools, 

 (Report of N. E. A., 1905, Rural 

 Schools, pages 50-51.) 

 The poor results in the teaching of the 

 common branches, too often apparent, 

 are given as good and sufficient reasons 

 why no other work should be attempted. 

 It is assumed that the poor quality of 

 these results is due to lack of time in the 

 school and that, therefore, there is no 

 time for anything else. 



The other objection is that the course 

 of study is now overcrowded and that, 

 in rural schools especially, the variety 

 and number of classes render it impos- 

 sible to organize and instruct additional 

 classes in new subjects. 



As to the first objection, it may be said 

 that the poor results in the teaching of 

 the common branches is not due to lack 

 of time on the part of pupils, so much as 

 to poor teaching and lack of proper 

 organization. 



The second objection is likewise not 

 well founded, because the overcrowding 

 of the course is not due to the number of 

 subjects which are not worth the 

 teaching. 



The subject matter in the common 

 school course of study needs a critical 

 revision, not so much with the idea of 

 eliminating entire subjects as for the 

 purpose of cutting out matter now found 



